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Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups

Improving social cognition and social skills is a challenge faced by individuals with Autism Spectrum Disorder without Intellectual Disability at any age. This process is particularly critical during late adolescence (15–18 years), a developmental phase generally characterized by rich social experie...

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Autores principales: Vuattoux, Delphine, Castiglia, Deborah, Chabane, Nadia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8192806/
https://www.ncbi.nlm.nih.gov/pubmed/34122167
http://dx.doi.org/10.3389/fpsyt.2021.629761
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author Vuattoux, Delphine
Castiglia, Deborah
Chabane, Nadia
author_facet Vuattoux, Delphine
Castiglia, Deborah
Chabane, Nadia
author_sort Vuattoux, Delphine
collection PubMed
description Improving social cognition and social skills is a challenge faced by individuals with Autism Spectrum Disorder without Intellectual Disability at any age. This process is particularly critical during late adolescence (15–18 years), a developmental phase generally characterized by rich social experiences that usually foster the development of friendships. Nevertheless, for youth with ASD, lingering difficulties in social cognition often hinder their ability to generate responses considered socially appropriated. These social deficits can contribute to isolation that has a detrimental effect on mental health. In adulthood, deficits of social skills are strongly associated with an overall lack of support, characterized by a failure to integrate into the labor market, a high unemployment rate, social isolation, and a higher suicide rate. In clinical settings, social skills groups are well-established therapeutic means to improve social cognition and social skills. Nevertheless, these interventions vary greatly regarding their objectives, contents and duration. Moreover, few have been validated and replicated by research. Our aim is to bring certain perspectives to a type of intervention that are widely used in care settings. After reviewing its positive aspects for increasing social cognition, and its limitations, we will discuss strategies to facilitate the generalization of social skills in an ecological context. In particular, we will base our reflection on our clinical experience and on our current project to adapt the PEERS model for adolescents into French. We will consider the current trend of involving parents as “social coaches” to generalize the social knowledge acquired in the social skills groups.
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spelling pubmed-81928062021-06-12 Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups Vuattoux, Delphine Castiglia, Deborah Chabane, Nadia Front Psychiatry Psychiatry Improving social cognition and social skills is a challenge faced by individuals with Autism Spectrum Disorder without Intellectual Disability at any age. This process is particularly critical during late adolescence (15–18 years), a developmental phase generally characterized by rich social experiences that usually foster the development of friendships. Nevertheless, for youth with ASD, lingering difficulties in social cognition often hinder their ability to generate responses considered socially appropriated. These social deficits can contribute to isolation that has a detrimental effect on mental health. In adulthood, deficits of social skills are strongly associated with an overall lack of support, characterized by a failure to integrate into the labor market, a high unemployment rate, social isolation, and a higher suicide rate. In clinical settings, social skills groups are well-established therapeutic means to improve social cognition and social skills. Nevertheless, these interventions vary greatly regarding their objectives, contents and duration. Moreover, few have been validated and replicated by research. Our aim is to bring certain perspectives to a type of intervention that are widely used in care settings. After reviewing its positive aspects for increasing social cognition, and its limitations, we will discuss strategies to facilitate the generalization of social skills in an ecological context. In particular, we will base our reflection on our clinical experience and on our current project to adapt the PEERS model for adolescents into French. We will consider the current trend of involving parents as “social coaches” to generalize the social knowledge acquired in the social skills groups. Frontiers Media S.A. 2021-05-28 /pmc/articles/PMC8192806/ /pubmed/34122167 http://dx.doi.org/10.3389/fpsyt.2021.629761 Text en Copyright © 2021 Vuattoux, Castiglia and Chabane. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychiatry
Vuattoux, Delphine
Castiglia, Deborah
Chabane, Nadia
Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups
title Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups
title_full Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups
title_fullStr Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups
title_full_unstemmed Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups
title_short Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups
title_sort considerations and perspectives on interventions to improve social cognition in adolescents with asd without id: involving parents in social skills groups
topic Psychiatry
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8192806/
https://www.ncbi.nlm.nih.gov/pubmed/34122167
http://dx.doi.org/10.3389/fpsyt.2021.629761
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